Diploma in TESOL Yishun, North

Course details

The Diploma in TESOL is specifically targeted at those who are interested in teaching English as a second or foreign language.

Our specially selected experienced and qualified Academic Staff will give you help and guidance through the course as well as mark your assignments and give you personal feedback.

Aims of the Qualification

By course completion, students will:

• understand how language is acquired
• understand what constitutes errors in a language
• know the principles on which modern language teaching is based
• understand what phonetic and phonology are
• know which methodologies can be used to teach English
• know how to use materials and aids to teach English in the class
• know how to organise the class
• know how to design lesson plans

Average Teacher to Student Ratio

1:20

Core Modules

Module One

Objectives

By the end of this module you should:

• be aware of the nature of language
• have a knowledge of the different varieties of language
• understand what constitutes error in language
• understand how language is acquired
• know which methodologies can be used to teach English
• know the principles on which modern language teaching is based

Contents

Introduction: Learners' aims; different teaching situations.

Section A

• What is language?
• What is language for? Communication, control, socialization, thought, feelings
• Language varieties Historical, geographical and social dialect; Register: age, sex, status, role; topic, medium, style
• Appropriateness and error Communicative competence, mistakes, errors, teaching model.

Section B

• Second language acquisition; Classical conditioning, creative learning, motivation
• Second language acquisition Classical conditioning, creative learning, motivation
• Language teaching methodologies Grammar-translation, direct methods, structural approach, audio-lingual approach, cognitive code, immersion method, lexical approach
• Language teaching principles Selection, grading, contextualization, repetition, practice Tasks and self -correcting exercises Essays to be submitted Further reading

Module Two

Objectives

By the end of this module you should:

• be aware of the aids available to the language teacher
• know many of the techniques for using them
• know what is involved in developing language skills
• know how the aids and techniques can be used to do this

Contents

Section A

• Aural/oral skills: General principles, receptive v. productive skills.
• Teaching pronunciation: General points, discriminating sounds, producing sounds, stress and intonation.
• Language drills: Contextualized drills, substitution tables.
• Question and answer: Ten types and five levels
• Dialogues, drama and role play
• Extensive and intensive listening: Stories, comprehension passages, dictation
• Flashcards and wordcards
• Exploiting the blackboard
• Realia
• Pictures and charts: Magazine picture library, wall charts.
• Songs and rhymes
• Games and puzzles
• Electronic aids

Section B

• Reading and writing skills: Different learners, reading skills, writing skills
• Teaching the script: Phonic method, look-and-say method, pre-reading activities, reading activities, letter formation
• Teaching spelling: Spelling and reading, sound to symbol, symbol to sound
• Composition from guided to free: Labelling, answers to questions, substitution tables, guided composition, free composition
• Intensive reading: Progression of reading skills, reading activities.
• Extensive reading: Readability, graded readers, reading records.
• Exploiting texts: Using authentic texts, simplifying texts.
• Integrated skills: The four skills, translation.

Module Three

Objectives

By the end of the unit you should:

• be aware of the factors affecting teaching aims
• know what is involved in syllabus design
• have a procedure for evaluating textbooks
• understand the role of the teacher and have a basis for self-evaluation
• be aware of the different modes of classroom interaction
• be able to plan effective lessons
• have a fund of ideas for planning lessons

Contents

Section A

Teaching Aims

• Course aims, sample syllabuses, textbook evaluation.

Class organisation

• Role of the teacher, modes of interaction, class layout

Section B

Lesson Planning

• Preparation, presentation, practice, testing, revision

Sample Lesson Plans

• Tasks and self correcting exercises

Module Four

Objectives

By the end of the module you should:

• have a knowledge of the main concerns of linguistic theory
• know many linguistic terms and categories
• be able to approach linguistic texts with confidence
• have started to relate linguistic theory to the practice of teaching
• be thinking more clearly about the content of what you teach

Contents

Section A

• Phonetics and Phonology. The distinction between them, how sounds are made, phonemes, consonants, vowels, stress, rhythm, intonation.
• Morphology. Nouns, adjectives, pronouns, verbs
• Vocabulary. Words, morphemes, collocation, meaning, subordination
• Grammar. Parts of speech, clause, phrase, auxiliary and modal verbs, verb classes, tense systems and uses, complex verb phrases, noun classes, determiners, adjectives, pronouns and proforms, prepositions, conjunctions, conditionals

Section B

• Applications of Linguistics to Language Teaching Error analysis, phonology, vocabulary selection, sentence complexity

Entry Criteria

Preferably, students should have a degree-equivalent qualification. However, the most important consideration is that students must be fluent in both oral and written English with a minimum B grade pass in English at GCE 'A' levels or equivalent.

Assessment Mode

100% Examination Based

Examination Period

Upon Completion of Each Module

Promotion & Award Criteria

Minimum 75% attendance is required for each module to qualify for a Certificate of Attendance if requested and be eligible to sit for the assignment.